Stages of Concern and Frequency of Use of Computer-based Resources by Middle School Social Studies Teachers PDF Download

Author: Steven William Hinch
Publisher:
ISBN:
Category : Social sciences
Languages : en
Pages : 310

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Book Description
The overall purpose of this study was to determine the Stages of Concern and Frequency of Use by social studies teachers in the application of a computer-based enhanced curriculum adoption by the R12 School District of Springfield, Missouri in the 1995-1996 school year. This adoption was a technology-based emphasis in social studies instruction, replacing a more traditional textbook driven curriculum. The study resulted in three findings: First, midway through the curriculum implementation of the district's technology initiative, the middle-school social studies faculty's level of concern about the use of technology in their classrooms classify them as "non-users," suggesting potential resistance to the innovation. Second The Springfield R-12 middle-school social studies teachers are currently using 40 percent of available technology applications several times a month. Word processing is the most frequently used technology application and the only one being used on a weekly basis. Third, the Frequency of Use of technology is significantly impacted by attendance at Springfield R-12 workshops and by no other factor determined in this study. Three recommendations for practice are presented: First, taken from Concerns-Based Adoption Model research includes legitimize the existence and expression of personal concerns, open the lines of communication to provide encouragement and reinforce personal adequacy and connect individual teachers with others whose personal concerns have diminished and who will be supportive. Second, since inservice workshops have proven to be a positive significant factor in use of technology, continue this practice, with possible refinement and/or expansion. Third, the school district should use the data provided as a baseline to continue to track progress of the curriculum implementation. This study supports research that concludes that change is a process and that the degree of change is different for each teacher involved. The apparent lack of correlation in the data analysis seems to indicate that more emphasis should be expended on the part of designated change facilitators within the school district to guide and direct the integration and implementation of the technological-curricular change desired.